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Adapted Physical Education Program
The Adapted Physical Education (APE) program is an academic discipline with a multidisciplinary knowledege base. The program is further enhanced by a variety of practicum experiences available through community agencies, and school settings. The primary purpose of APE is to ameliorate problems in the psychomotor domain for students with disabilities who may not safely or succesfully engage in unrestricted participation of the general physical education program. However, the role of the APE specialist is dynamic and multidimensional, utilizing a comprehensive service delivery system to emphasize a healthy active lifestyle across the lifespan for individuals with disabilities.

Mission
The mission of the professional education program is to prepare students for competent, safe and comtemporary service as an entry-level Adapted Physical Education specialist that will allow them to prepare physically active and educated students with disabilities for transition into adulthood.


APE Teacher Training Grant

Contact the Health Physical Education and Recreation Department

 

ADAPTIVE PHYSICAL EDUCATION
Endorsement

Only Ohio K-12 physical education licensure candidates, may add the Adaptive PE endorsement (#080505) to their credential.


Course #
Course Title
Credit Hours
EDS 444 Instructional & Behavioral Management of Exceptional Individuals
3
EDS 459 Communication & Consultation Skills
3
HPR 212 Adapted Physical Education & Recreation
4
HPR 213 Teaching Adapted Aquatics
3
HPR 214 Adapted Physical Activity
3
HPR 311 Psychomotor Assessment for Exceptional Children
4
HPR 312 Motor Skills for Individuals with Multiple Disabilities
3
HPR 284 Practicum in HPR: Adapted Physical Education
3
HPR 384 Practicum in HPR: Adapted Physical Education
3
HPR 484 Practicum in HPR: Adapted Physical Education
3
  National Adapted Physical Education National Standards Exam

Total Quarter Hours: 32

Program information last modified Wednesday, 27th November, 2013 @ 01:10pm

Adapted Physical Education Program

Philosophy
It is the philosophy of the academic and clinical faculty that an entry-level APE program in adapted physical education must prepare a graduate to enter the profession as an educator who can provide comprehensive and contemporary Adapted Physical Education services in a safe, effective, ethical and legal manner to individuals of all ages and abilities. The goals of these services are to develop, restore or maintain a person's maximum physical function.

To competently provide Adapted Physical Education services, the graduate must be able to appropriately apply knowledge, and skills of physical performance and behavioral assessment that is within the scope of APE environment and be prepared to recommend placement in the least restrictive environment (LRE). In addition, one should be a consumer of educational/legal literature and an active participant in professional development to provide the most current and effective adapted physical education services. Finally the graduate must be able to communicate and interact effectively and appropriately in verbal, nonverbal or written form and in a socially responsible manner with students, families, caregivers, related service providers, PreK - 12 educators and general community.

The faculty believes that the foundation of the entry-level multidisciplinary professional curriculim and the preparation of graduates is an ever changing interactive teaching and leaming process in which both students and faculty are actively involved together. Decision making, critical thinking and problem solving are integrated with the acquisition and application of knowledge, and skills by means of sequenced practicum experiences in the PreK - 12 education and general community.

The faculty blends broad concepts and theory with specific knowledge and facts in the curriculum to provide correlated, coordinated, and progressively sequenced didactic and practicum experiences for students. The importance of effective communication, professional collaboration, and student education in the provision of comprehensive and quality psychomotor programming is also a basic element of the curricular philosophy.

The faculty also promotes transition from PreK - 12 education to participation in appropriate community leisure activity. The faculty seeks to provide an atmosphere and environment that encourages and assists students to maximally develop their personal and professional potential while respecting his/her student's psychological rights. Students have opportunities to identify and fulfill personal education needs and goals. Service to the community, to the university and to the profession, as well as recreational and employment activities, are means by which students may participate in non-curricular activities. Faculty members are available and prepared to provide advice, counsel, and guidance related to various academic, professional, personal or employment matters identified by students or faculty.

The content of the professional curriculum is determined in response to the Adapted Physical Education National Standards (APENS) and emerging educational trends. The curriculum design and content are periodically reviewed and evaluated by academic and clinical faculty, students, practitioners and other interested persons from the university and community. Curriculum development is directly related to this review process and procedures that are within the control of the College of Education and Human Services (CEHS) Department of Health, Physical Education and Recreation (HPR) and the Adapted Physical Education Program.

In summary, this curriculum is designed to prepare graduates to be knowledgeable and skilled, to function as an entry-level adapted physical educator; to perform, as members of a multifactored evaluation (MFE) team; to improve the general health and independence of individuals with disabilities and to become lifelong learners and the future leaders of the adapted physical education profession.